Towards Outcomes-based Practice in Science Education
Keywords:
OBE, Science education, Constructive Alignment, Design studies
Abstract
To advance the field of science education in general and biology education in particular. This study presents the development and evaluation of a teaching sequence for teaching and learning quality K to 12 science education newly implemented in the country. The study aimed to develop and evaluate a Constructively Aligned Teaching Sequence (CATS) on organ systems for K to 12 Senior High School Biology curriculum anchored on Outcomes-based Teaching and Learning (OBTL). This study anchor on the theoretical and methodological assumptions of educational design studies.The drawing method, researcher-made pretest/posttest, questionnaires, checklist, videotaped lessons, and recorded interviews composed the research instruments. Therespondents were an entire class of 47 university freshmen and ten science instructors in one of the country's normal schools. Quantitative data were analyzed using relative frequency distribution, percentage method, nonparametric tests, and t-test. Thematic approaches examined qualitative data like student's drawings, interviews, and observations. Quantitative and qualitative data corroborate that the use of CATS contributed to the attainment of the students' learning outcomes. The study recommends further that CATS may be redesigned to strengthen correct conceptions, enhance limited conceptions, and remediate students' conceptions in conflict with the accepted biological concepts. CATS offers an innovative teaching material and an avenue for further research on its improvements such as construction, usage, handling, and storage of the organ system model outputs.
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References
Alzaghibi, M. A. (2010). Instructional Design: Development, Implementation and evaluation of a teaching sequence about
plant nutrition in Saudi.
Arnaudin, M. W., &Mintzes, J. J. (1985). Students' alternative conceptions of the human circulatory system: a cross age study. Science Education, 69, 721-733.
Akir, O., Eng, TH, and Malie S. (2012). Teaching and Learning Enhancement through outcome-based education structure and technology e-learning support. Procedia –Social and Behavioral Sciences 62, 87 – 92.
Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does, 4th Edition (The Society for Research into Higher Education). US: Open University Press.
Biggs, John and Tang, Catherine (2007). Outcomes-Based Teaching and Learning (OBTL) What is it, Why is it, How do we make it work?,JB&CT.
Biggs, J. (2003). Teaching for Quality Learning at University, 2nd ed., Society for Research into Higher Education and Open University Press, Buckingham.
Brabrand, Claus (2007). Constructive Alignment for Teaching Model-Based Design for Concurrency (a case study on implementing alignment). Department for Studies of Science and Science Education. University of Aarhus, Denmark.
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101. Retrieved from https://www.jyu.fi/ytk/laitokset/ihme/metodifestivaali/ohjelma/torstai/littleton
Cabansag, M. G. (2014). Impact Statements on the K-12 Science Program in the Enhanced Basic Education Curriculum in Provincial Schools. Journal of Arts, Science, and Commerce. 5 (2), 29 – 39. Retrieved fromhttp://www.researchersworld.com/vol5/issue2/Paper_04.pdf
Campbell, N. & Reece, J. (2005). International Edition BIOLOGY Seventh Edition. Pearson Education, Inc.
CHED Handbook on Typology, Outcomes-based Education, and Institutional Sustainability Assessment, (2014).
Chu, S., Fong, N. & Tan, S.Y. 2012. Applying outcomes-based teaching and learning framework in the BSc Information Management Program in the Faculty of Education
CMO No. 46, series (2012), Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-Based and Typology-Based QA, Section 13, p. 4.
Cuthbert, A.J., (2000). Do Children Have A Holistic View of Their Internal Body Maps? School Science Review 82: 25-32. Retrieved from http://cat.inist.fr/?aModele=afficheN&cpsidt=1150172
Creswell, John. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches, 2nd Edition. Thousand Oaks: SAGE Publications.
Davis, M. H. (2003). Outcome-Based Education. Educational Strategies. Journal of Veterinary Medical
Eduction 30(3):258-63.DOI: 10.3138/jvme.30.3.258. Retrieved from
https://www.researchgate.net/publication/8981808_Outcome-Based_Education
de Sά, T. S. etal. (2014). Energetic Metabolism in Biology Classrooms: A developmental study of a Teaching Sequence.
Procedia – Social and Behavioral Sciences 167 (2015): 50 – 55.
DeBoer, GE (2000). Scientific Literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582 – 601
Driver, R. And P. Scott (1996)."A Constructivist Approach to Science Curriculum Development and Teaching." Improving Teaching and Learning in Science and Mathematics. USA: Clearance Center, Costume Service. Rosewood.
Duit, R., and Treagust, D. F. (1995). Students' conceptions and constructivist teaching approaches. Chicago: The National Society for the Study of Education.
Colier, C., Johnson, J., Nyberg, L. & Lockwood V. (2015) Learning Science Through Inquiry. Teacher resources and professional development across the curriculum. Retrieved from www.exploration.edu/ifi/resources/workshops/artofquestioning.html.
Cuthbert, A.J., (2000). Do Children Have A Holistic View of Their Internal Body Maps? School Science Review 82: 25-32. Retrieved fromhttp://cat.inist.fr/?aModele=afficheN&cpsidt=1150172
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essay 5(2): 235 – 247. Retrieved from http://www.academicjournals.org/article/article1380539915_Dikmenli.pdf
Driver, R. And P. Scott (1996)."A Constructivist Approach to Science Curriculum Development and Teaching." Improving Teaching and Learning in Science and Mathematics. USA: Clearance Center, Costume Service. Rosewood.
Duit, R.&Treagust, D. F. (1995). Students' conceptions and constructivist teaching approaches. Chicago: The National Society for the Study of Education.
Kose, S. (2008). Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal, 3(2), 283–293. Retrieved from http://idosi.org/wasj/wasj3%282%29/20.pdf
Head, J. (1986). Research into 'Alternative Frameworks': Promise And Problems.
Research in Science & Technological Education 4 (2): 203-211.
Hewson, P. W. (1992). Conceptual change in science teaching and teacher education.
National Center for Educational Research, Documentation, and Assessment, Madrid, Spain. pages 1- 15. Retrieved from http://www.learner.org/workshops/lala2/support/hewson.pdf
Jalmasco, N.M. (2014). Science education realities. The Manila Times. March 28, 2014.
Kember, D. 2005. Best practice in outcomes-based teaching and learning at the Chinese University of Hongkong. Center for Learning Enhancement and Research. Hongkong. pages 1 -35.
K to 12 Curriculum Guide Science. 2013.
Lam, S. Y. W. (2012). Outcome-Based Approach to Teaching, Learning, and Assessment in Geomatics Higher Education: the Hong Kong Experience. Retrievedfrom;https://www.fig.net/resources/proceedings/fig_proceedings/fig2009/papers/ts07d/ts07d_lam_3461.pdf
Lawson, R. J. (2011). Constructively Aligned Teaching Methods and Students' Approaches to Learning and
Motivational Orientations. Global Journal of Human Social Science. 11 (8): 58 – 68. Retrieved from http://socialscienceresearch.org/index.php/GJHSS/article/view/219/182
Li, W. & Arshad, M. (2015). Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction. Malaysian Journal of Learning and Instruction 12 (2015), 151 – 175.
Leach, J. and Scott, P. (2003). Individual and sociocultural views of learning in science education. Science &
Education, 12: 91 – 113.
Leach, J. etal., 2003. Towards Evidence-based Practice in Science Education 2: Developing and evaluating evidence-informed teaching sequences. Teaching andLearning Research Briefing. No. 2.
Lui, G. and Shum, C. (2012). Outcome-based education and student learning in managerial accounting in Hongkong. Journal of Case Studies in Accreditation andAssessment. pages 1 – 13 http://www.aabri.com/manuscripts/10562.pdf
Magtolis, J. 2013. The Use of Model Making in Teaching Human Organ Systems.
JPAIR Multidisciplinary Research. 11(1)
Magtolis, J. 2013. Students' Conceptions on Human Organ Systems: The Case of University New Entrants.
IAMURE International Journal of Education. 6(1)
Molino, J. 2005. Model – Making: A Tool in Teaching Selected Human Organ Systems.
USC Graduate Journal. XXI (2).
Monosson, E. Organ Systems, and organs. Retrieved from
http://www.eoearth.org/view/article/155062/ .Published: January 26, 2009, 4:30 pm Updated: May 3, 2013, 1:37 am
Mintzes, J. J. (1984). Naïve theories in biology: children's concepts of the human body. School Science and Mathematics, 87, 548-555.
Nurkka, N. (2008). Use of Transfer Teachers in Developing a Teaching-Learning Sequence: A Case Study in Physiotherapy Education in Finland. NorDiNa 4(1), 201-214.
Özsevgeç, L.C. (2007). What do Turkish Students at Different Ages Know about Their Internal Body Parts Both Visually and Verbally?.Journal of Turkish Science Education.4 (2), 31-44.
Powell, K.C. &Kalina, C.J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education. 130 (2): 241 – 250. Retrievedfrom http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/1541/Download.htm
Prokop, P., &Fanèovièov. (2006). Students' Ideas About the Human Body: Do They Really Draw What They Know?.Journal of Baltic Science Education.2 (10), 86-95.
Reece, J. et al. (2011). Campbell's Biology 6th Edition. Pearson Education, Inc.
Reece, J. et al. (2014). Campbell's Biology. Tenth Edition. Boston: Pearson. Chicago Style Treagust, D., Duit, R. and Fraser, B. 1996. Research on Students"Preinstructional Conceptions – The Driving Force for Improving Teaching and Learning in Science and Mathematics. In Improving Teaching and Learning in Science and Mathematics. New York: Teachers College Press.
Tabora, J. (2011). Challenges and responses in the Implementation of K to 12 during the Catholic Education of the Philippines CEAP National Convention
Tekkaya, C. (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science and Technological Education, 21, 5-16.
Teixeira, M., F. (2000). What Happens to the Food We Eat? Children's Conceptions of
the Structure and Function of the Digestive System. International Journal of
Science Education 22: 507-520.
The Official Gazette. 2013.
Toyoma, N. (2000). What are Food and Air Like Inside Our Bodies?: Children's
Thinking About Digestion And Respiration. International Journal of Behavioral
Development 24: 220-230.
Trigwell, K., Prosser, M. &Ginns, P. (2005) Phenomenographic pedagogy and a revised Approaches to Teaching Inventory, Higher Education Research, and Development, 24 (4) 349-360.
Trigwell, K. and Prosser, M. (2005). Development and use of the Approaches to Teaching Inventory, Educational Psychology Review, 16(4), 409-424.
Tunnicliffe, S. & Reiss, M. (2001). Students' Understanding About Human Organs and
Organ Systems. Research in Science Education 31: 383-399.
Treagust, D., Duit, R. and Fraser, B. 1996. Research on Students'’ Preinstructional Conceptions – The Driving Force for Improving Teaching and Learning in Science and Mathematics. In Improving Teaching and Learning in Science and Mathematics. New York: Teachers College Press.
Treagust, David F.; Duit, Reinders (2008). Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cult Stud of Sci Educ, 3:297–328.
UNESCO. (2010). Current Challenges in Basic Science Education. France: UNESCO
Wyne, P.J. and Silver, D.M. (1993). The Body Book. USA.
plant nutrition in Saudi.
Arnaudin, M. W., &Mintzes, J. J. (1985). Students' alternative conceptions of the human circulatory system: a cross age study. Science Education, 69, 721-733.
Akir, O., Eng, TH, and Malie S. (2012). Teaching and Learning Enhancement through outcome-based education structure and technology e-learning support. Procedia –Social and Behavioral Sciences 62, 87 – 92.
Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does, 4th Edition (The Society for Research into Higher Education). US: Open University Press.
Biggs, John and Tang, Catherine (2007). Outcomes-Based Teaching and Learning (OBTL) What is it, Why is it, How do we make it work?,JB&CT.
Biggs, J. (2003). Teaching for Quality Learning at University, 2nd ed., Society for Research into Higher Education and Open University Press, Buckingham.
Brabrand, Claus (2007). Constructive Alignment for Teaching Model-Based Design for Concurrency (a case study on implementing alignment). Department for Studies of Science and Science Education. University of Aarhus, Denmark.
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101. Retrieved from https://www.jyu.fi/ytk/laitokset/ihme/metodifestivaali/ohjelma/torstai/littleton
Cabansag, M. G. (2014). Impact Statements on the K-12 Science Program in the Enhanced Basic Education Curriculum in Provincial Schools. Journal of Arts, Science, and Commerce. 5 (2), 29 – 39. Retrieved fromhttp://www.researchersworld.com/vol5/issue2/Paper_04.pdf
Campbell, N. & Reece, J. (2005). International Edition BIOLOGY Seventh Edition. Pearson Education, Inc.
CHED Handbook on Typology, Outcomes-based Education, and Institutional Sustainability Assessment, (2014).
Chu, S., Fong, N. & Tan, S.Y. 2012. Applying outcomes-based teaching and learning framework in the BSc Information Management Program in the Faculty of Education
CMO No. 46, series (2012), Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-Based and Typology-Based QA, Section 13, p. 4.
Cuthbert, A.J., (2000). Do Children Have A Holistic View of Their Internal Body Maps? School Science Review 82: 25-32. Retrieved from http://cat.inist.fr/?aModele=afficheN&cpsidt=1150172
Creswell, John. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches, 2nd Edition. Thousand Oaks: SAGE Publications.
Davis, M. H. (2003). Outcome-Based Education. Educational Strategies. Journal of Veterinary Medical
Eduction 30(3):258-63.DOI: 10.3138/jvme.30.3.258. Retrieved from
https://www.researchgate.net/publication/8981808_Outcome-Based_Education
de Sά, T. S. etal. (2014). Energetic Metabolism in Biology Classrooms: A developmental study of a Teaching Sequence.
Procedia – Social and Behavioral Sciences 167 (2015): 50 – 55.
DeBoer, GE (2000). Scientific Literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582 – 601
Driver, R. And P. Scott (1996)."A Constructivist Approach to Science Curriculum Development and Teaching." Improving Teaching and Learning in Science and Mathematics. USA: Clearance Center, Costume Service. Rosewood.
Duit, R., and Treagust, D. F. (1995). Students' conceptions and constructivist teaching approaches. Chicago: The National Society for the Study of Education.
Colier, C., Johnson, J., Nyberg, L. & Lockwood V. (2015) Learning Science Through Inquiry. Teacher resources and professional development across the curriculum. Retrieved from www.exploration.edu/ifi/resources/workshops/artofquestioning.html.
Cuthbert, A.J., (2000). Do Children Have A Holistic View of Their Internal Body Maps? School Science Review 82: 25-32. Retrieved fromhttp://cat.inist.fr/?aModele=afficheN&cpsidt=1150172
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essay 5(2): 235 – 247. Retrieved from http://www.academicjournals.org/article/article1380539915_Dikmenli.pdf
Driver, R. And P. Scott (1996)."A Constructivist Approach to Science Curriculum Development and Teaching." Improving Teaching and Learning in Science and Mathematics. USA: Clearance Center, Costume Service. Rosewood.
Duit, R.&Treagust, D. F. (1995). Students' conceptions and constructivist teaching approaches. Chicago: The National Society for the Study of Education.
Kose, S. (2008). Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal, 3(2), 283–293. Retrieved from http://idosi.org/wasj/wasj3%282%29/20.pdf
Head, J. (1986). Research into 'Alternative Frameworks': Promise And Problems.
Research in Science & Technological Education 4 (2): 203-211.
Hewson, P. W. (1992). Conceptual change in science teaching and teacher education.
National Center for Educational Research, Documentation, and Assessment, Madrid, Spain. pages 1- 15. Retrieved from http://www.learner.org/workshops/lala2/support/hewson.pdf
Jalmasco, N.M. (2014). Science education realities. The Manila Times. March 28, 2014.
Kember, D. 2005. Best practice in outcomes-based teaching and learning at the Chinese University of Hongkong. Center for Learning Enhancement and Research. Hongkong. pages 1 -35.
K to 12 Curriculum Guide Science. 2013.
Lam, S. Y. W. (2012). Outcome-Based Approach to Teaching, Learning, and Assessment in Geomatics Higher Education: the Hong Kong Experience. Retrievedfrom;https://www.fig.net/resources/proceedings/fig_proceedings/fig2009/papers/ts07d/ts07d_lam_3461.pdf
Lawson, R. J. (2011). Constructively Aligned Teaching Methods and Students' Approaches to Learning and
Motivational Orientations. Global Journal of Human Social Science. 11 (8): 58 – 68. Retrieved from http://socialscienceresearch.org/index.php/GJHSS/article/view/219/182
Li, W. & Arshad, M. (2015). Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction. Malaysian Journal of Learning and Instruction 12 (2015), 151 – 175.
Leach, J. and Scott, P. (2003). Individual and sociocultural views of learning in science education. Science &
Education, 12: 91 – 113.
Leach, J. etal., 2003. Towards Evidence-based Practice in Science Education 2: Developing and evaluating evidence-informed teaching sequences. Teaching andLearning Research Briefing. No. 2.
Lui, G. and Shum, C. (2012). Outcome-based education and student learning in managerial accounting in Hongkong. Journal of Case Studies in Accreditation andAssessment. pages 1 – 13 http://www.aabri.com/manuscripts/10562.pdf
Magtolis, J. 2013. The Use of Model Making in Teaching Human Organ Systems.
JPAIR Multidisciplinary Research. 11(1)
Magtolis, J. 2013. Students' Conceptions on Human Organ Systems: The Case of University New Entrants.
IAMURE International Journal of Education. 6(1)
Molino, J. 2005. Model – Making: A Tool in Teaching Selected Human Organ Systems.
USC Graduate Journal. XXI (2).
Monosson, E. Organ Systems, and organs. Retrieved from
http://www.eoearth.org/view/article/155062/ .Published: January 26, 2009, 4:30 pm Updated: May 3, 2013, 1:37 am
Mintzes, J. J. (1984). Naïve theories in biology: children's concepts of the human body. School Science and Mathematics, 87, 548-555.
Nurkka, N. (2008). Use of Transfer Teachers in Developing a Teaching-Learning Sequence: A Case Study in Physiotherapy Education in Finland. NorDiNa 4(1), 201-214.
Özsevgeç, L.C. (2007). What do Turkish Students at Different Ages Know about Their Internal Body Parts Both Visually and Verbally?.Journal of Turkish Science Education.4 (2), 31-44.
Powell, K.C. &Kalina, C.J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education. 130 (2): 241 – 250. Retrievedfrom http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/1541/Download.htm
Prokop, P., &Fanèovièov. (2006). Students' Ideas About the Human Body: Do They Really Draw What They Know?.Journal of Baltic Science Education.2 (10), 86-95.
Reece, J. et al. (2011). Campbell's Biology 6th Edition. Pearson Education, Inc.
Reece, J. et al. (2014). Campbell's Biology. Tenth Edition. Boston: Pearson. Chicago Style Treagust, D., Duit, R. and Fraser, B. 1996. Research on Students"Preinstructional Conceptions – The Driving Force for Improving Teaching and Learning in Science and Mathematics. In Improving Teaching and Learning in Science and Mathematics. New York: Teachers College Press.
Tabora, J. (2011). Challenges and responses in the Implementation of K to 12 during the Catholic Education of the Philippines CEAP National Convention
Tekkaya, C. (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science and Technological Education, 21, 5-16.
Teixeira, M., F. (2000). What Happens to the Food We Eat? Children's Conceptions of
the Structure and Function of the Digestive System. International Journal of
Science Education 22: 507-520.
The Official Gazette. 2013.
Toyoma, N. (2000). What are Food and Air Like Inside Our Bodies?: Children's
Thinking About Digestion And Respiration. International Journal of Behavioral
Development 24: 220-230.
Trigwell, K., Prosser, M. &Ginns, P. (2005) Phenomenographic pedagogy and a revised Approaches to Teaching Inventory, Higher Education Research, and Development, 24 (4) 349-360.
Trigwell, K. and Prosser, M. (2005). Development and use of the Approaches to Teaching Inventory, Educational Psychology Review, 16(4), 409-424.
Tunnicliffe, S. & Reiss, M. (2001). Students' Understanding About Human Organs and
Organ Systems. Research in Science Education 31: 383-399.
Treagust, D., Duit, R. and Fraser, B. 1996. Research on Students'’ Preinstructional Conceptions – The Driving Force for Improving Teaching and Learning in Science and Mathematics. In Improving Teaching and Learning in Science and Mathematics. New York: Teachers College Press.
Treagust, David F.; Duit, Reinders (2008). Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cult Stud of Sci Educ, 3:297–328.
UNESCO. (2010). Current Challenges in Basic Science Education. France: UNESCO
Wyne, P.J. and Silver, D.M. (1993). The Body Book. USA.
Published
2021-02-05
How to Cite
Magtolis, J. B. M. (2021). Towards Outcomes-based Practice in Science Education. GPH-International Journal of Educational Research, 4(01), 01-14. Retrieved from https://gphjournal.org/index.php/er/article/view/364
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